VRAILEXIA “Partnering Outside the Box: Digital and Artificial Intelligence Integrated Tools to Support Higher Education Students with Dyslexia”Students with dyslexia encounter several difficulties during their university career, leading to a greater rate of drops out with respect other kinds of students. Nowadays, tools for dyslexic students are mainly focused on primary and secondary school; conversely no standard methodologies are proposed for Higher Education. Starting from the attitude to visual thinking and creativity of dyslexics and their evidence neurodiversity. VRAILEXIA will develop learning tools and services for University dyslexic students to assure equal access and opportunity of success during their academic career and their lifelong learning experience.VRAILEXIA by using virtual reality and artificial intelligence will implement an e-learning adaptive digital tool (BESPECIAL) for supporting students with dyslexia. As a long-term objective VRAILEXIA will propose a sustainable teaching and training pattern for HEIs to allow them to boost their own strengths counteracting their seeming weakness.Moreover, VRAILEXIA wishes to emerge the mastery of thinking out of the box exploiting the ability to explore creative and unusual ideas that are not limited or controlled by rules or tradition.VRAILEXIA outcome is a network of HEIs piloting Hub engaged on a MoU for developing inclusion strategies for dyslexic students and enhance their opportunity of success during the academic career and integration into the labour market.VRAILEXIA’s general objective aims at changing the perception and implementing a tool to overlap dyslexic’s main difficulties with a positive impact on empowering their motivation and self- esteem. Consequently it will breed a common procedure within European Universities to assure services and learning environment based on student-centred vision and Universal Design Learning. The perspective is to enable Universities to develop strategies for inclusion of untapped students’ talents and strengths.Specific applied objectives:1.Design, develop and validate of “BESPECIAL” a digital tool for supporting students affected by learning disabilities, dyslexia in particular, through an e-learning platform based on artificial intelligence (AI) to automatically customize itself and adapt its contents to the dyslexic students’ needs. 2.Develop Virtual Reality test for the assessment of dyslexia profiles and for monitoring the level of motivation, anxiety, development of soft skills after the use of BESPECIAL. 3.Implement 2 training pilot paths for HEIs in order to implement respectively: a) training course for HE teachers to respond to the lack of competences and awareness in student- centred teaching methodology such as UDL b) a Pilot Crash Course on Creativity and Entrepreneurship for university students in order to boost up their visual thinking and mind-set skills.4.Assure the transferability of competences acquired during the training course in order to spread the student-centred approach within the HEIs;5.Build an OER Repository with a categorization of teaching and learning materials based on Universal Design principles available on line and specific contents developed within the project;6.Set up a MoU for clustering the actors/stakeholders to generate a European Network fostering a common strategy of inclusion within Higher Education targeted for students, teachers, administrative staff and as well Associated partners.VRAILEXIA leads to the following tangible results:--sustainable tools to support Higher Education providers in implementing inclusive learning approaches for dyslexic students;-an adaptive learning environment based on Informed Artificial Intelligence for supporting students with dyslexia;-a set of VR tests and a ‘strategy based on student- centred methods’ in order to motivate them in their lifelong learning process;-a common pattern shared within the network of Piloting Hubs fostering Universities capabilities to become innovative centres in supporting all students in their academic and job career.

The project proposal is based on the Communication From The Commission To The European Parliament, The Council, The European Economic And Social Committee And The Committee Of The Regions “Tackling early school leaving: A key contribution to the Europe 2020 Agenda”.The project intends to develop and disseminate a pedagogic method, based on the theoretical foundation of the “Didactic Pill” focused on life skills, aiming to prevent and/or to face the early school leaving phenomenon.The project partnership, based on the respective roles and members’ responsibilities, will experiment territorial actions in Schools to encourage and thinning the dynamics of contact between the school system and youth population (until 18 y.o.) in order to reduce the phenomenon of school drop-outs, with particular regard to the SEN, using ICT as a key enabler of innovation and change in Education and Training and for learning in general. At methodological level two are the core elements of this project:-life skills, understood as skills to be enhanced to improve the relationship with oneself and therefore also with learning and with the school-technology as a factor enabling learning, even at a distance, and as a factor that reduces the distances between students with and without special needsBoth of these elements favor the improvement of school performances and the permanence of students with SEN (but, more generally, of all students) in schoolThe expected results of the project are the following:•Explore learning practices that will help develop autonomy, commitment, creative action, critical thinking, problem solving and decision making.•Improve knowledge of new technologies and interactive tools as an educational medium.•Increase digital literacy (knowledge + skills + tools) by users and partner members.•Stimulate forms of collaboration and communication virtual and face to face.•Development of intervention models on the phenomenon of early school leaving to be replicated and exploited, focusing on inclusion•Stimulate student integration processes with Sen•Educate young people to use mobile phones as a work and integration tool•Testing of non-formal education methodologies in order to combat early school leavingIn the long term, potential long term effects could be the following:-a reduction of school dropouts and a consequent reduction of skills misalignments between education systems and the labor market-students will get in touch with mobile phones and learn to use them wisely while carrying out the activities-learning will become more interesting and attractive for each student, and therefore will increase their interest and participation during the lesson-teachers will learn how to integrate new technologies into classrooms and improve their learning approaches, including through collaboration with teachers from different countries-through the use of ICT in education, classrooms will become active organizations, as each student will be actively involved in lesson activities in various ways-each school will collect educational resources (platform with content, e.g. lesson plans, software, interactive games, video presentations, educational videos etc.) which may be available to all teachers in each school. These will be useful to improve the functioning of distance learning, useful for dealing with situations such as the pandemic we are currently experiencing.

<< Objectives >>The aim of this project is to explore the intersections of code, hardware and creativity focusing on music teaching-training and to create a new language originating from the creative and expressive nature of computational approaches to arts. In this perspective the musician and the trainer can acquire new vocational skills on technology use and at the same time can form an innovative vision connected to critical thinking and digital aesthetic to create a more performing and aware figure.<< Implementation >>The main activities are:- research on gaps and needs for digital transformation in music education;- development and experimental validation of methodologies and models for transferring into VET advanced tools and techniques resulting from the most recent research on the application of digital technology in music;- dissemination of the project and its results, also in view of a subsequent exploitation and advancement of digital transformation in the sector.<< Results >>Key expected project results and outcomes are:- an updated report on digital transformation in musical VET;- two volumes for teachers with tools, materials and case studies for advanced digitization in musical VET;- a database of OERs for the application of the project's innovative methods;- an eCourse for teachers on the project's innovative methods;- five events aimed at musical VET professionals with presentations and live demos.

"Against BubBLEContext/background:Bullying is an increasingly expanding phenomenon in all European countries. Numerous studies have been done on the dynamics that characterize it and on the numerous negative effects that this produces in students. The control and prevention of the phenomenon is still difficult to manage because very often the boys are resisting to report these episodes, not only for the consequences that this would have on a social level, but also for fear of any reactions. The monitoring of these behaviors is even more difficult if the victims do not have the tools to recognize them, let alone a social network that supports them. We're talking about guys with autism spectrum disorder. The few studies on the subject show that the peculiarities that characterize them make them ideal victims, so much so that, compared to boys without disabilities, they are 4 times more likely to be bulled. More and more European countries are adopting an inclusive education, but to be defined as such it must ensure that it is created as a safe and suitable environment for everyone's needs.Main objectives:With our project we aim to fight and prevent the phenomenon of Bullying against boys with high functioning autistic spectrum disorder (and the Asperger Syndrome), but not only, involving all the figures that are part of the boy's life context and that they play the role of main actors in this phenomenon.Our goal is to create a good practice that can then be adopted by other European countries not participating in the project and that can be adapted and revised also to combat different types of discrimination, which are victims of the most varied subjects.Through all these objectives we hope to make a strong contribution to the realization of what we hope will soon be an inclusive school, in the full sense of the term.Description of activities:We have divided our activities in four intellectual outputs: A study on Needs Analysis based on desk survey and in field questionnaires involving teachers and Administrative, Technical and Auxiliary staff, parents of guys with high functioning autistic spectrum disorder (and the Asperger Syndrome) and students between 10 and 14 years old from partner countries' schools; Planning of customized educational activities respectively aimed at teachers, Administrative, Technical and Auxiliary staff and parents of preadolescents with high functioning autistic spectrum disorder (and the Asperger Syndrome), with teaching methods that involve active participation, in order to provide them the guidelines and tools necessary to learn more about the phenomenon of bullying adolescents with autism spectrum disorder, to recognize it, to counteract it and prevent it. Development of a Tool Kit for early detection of risky bullying behaviors involving ""blue"" pupils with ASD, allowing an ""active surveillance"" of key signals. This tool will be customized in three different versions for teachers, Administrative, Technical and Auxiliary staff and parents of ASD students; Preventive action based on involvement of all students in socialising drama-based performances to develop knowledge and understanding of diversity and (on the other side) the ability of ""recognise"" bullying attitudes of the others, so as to defend their comrades and denounce such behaviors.Methodology:Forms of experiential rather than frontal learning will be preferred, using alternative techniques, such as the flipped classroom, the realization of theatrical activities, through which it aims to promote peer empathy and awareness of the phenomenon of bullying. The materials produced will be published on the project's webpage, which will provide step-by-step guidelines and video links that will lead to the project's YouTube channel, from which other schools will be inspired to design interventions to prevent and combat bullying.Desired results, impacts and long-term benefits:We hope that following our project, students will develop a greater sensitivity towards this phenomenon so as to be ready to denounce these behaviors, but above all to avoid their implementation.We also expect teachers, parents and Administrative, Technical and Auxiliary staff to have gained more tools for signal recognition and prevention of bullying in schools."

"The main aim of the ""CLIL for Young European Citizens"" (CLIL4YEC) Project is to promote the use of Content and Language Integrated Learning (CLIL) in Primary School, in order to develop European citizenship, Environment Preservation, Basic Financial Education, three relevant issues for a better european integration and wellness. In this project, CLIL moves a step forward, from integration of language learning and curricular subjects to cross-curricular and intercultural education for European Citizenship and the development of key competences and basic skills. There are broad, universally relevant topics that are closely tied to the intercultural dimension. In this field CLIL can open up new possibilities for Primary Education, e.g. virtual exchanges and on line peer-to-peer collaboration across countries and cultural spaces, monitored by teachers and families.CLIL4YEC is deeply linked to the enhancement of digital skills. In fact the project will: i) enable teachers to find, share, and reuse Open Educational Resources using a dedicated original online OER repository concerning European citizenship, Environment Preservation, Basic Financial Education; ii) help teachers to adopt innovative practices - designing original lesson plans - that will involve both schoolchildren and parents in the learning process. Several analyses underline that CLIL leads to greater intercultural awareness (Coyle, D., Hood, P., and Marsh, D. 2010, CLIL, Cambridge, CUP; Coyle, D. Holmes. B. and King, L. 2009, Towards an integrated curriculum: CLIL national statement and guidelines, London, The Languages Company.) and is “a tool to explore and construct meaning” in a “a meaningful context”. With CLIL “learners can engage in deeper learning about themselves and others, and, at the same time, experience the process from the perspective of their counterparts” (Ena Harrop, Content and Language Integrated Learning (CLIL): Limitations and possibilities, Encuentro, 21, 2012; Coffey, S. 2005 Content-based learning, in Cerezal, F. (ed.) De la Práctica a la Teoría: Reflexiones sobre la enseñanza y el aprendizaje de inglés. pp.49-62. Alcalá de Henares: Universidad de Alcalá). CLIL4YEC adopts CLIL to support and enhance cross-curricular education on three topics linked to each other and correlated with wellness and growing in the EU: educate schoolchildren to become European Citizens, help them become aware of the main Environmental issues (using a an international language to describe enviromental issues: it is not irrilevant that Greta Thunberg is a Swedish young girl using english to promote her ideas), and develop basic financial skills (important to make schoolchildren aware of the elements necessary to create and produce work). To reach its goal, the project produces seven IOs in direct connection with European priorities (Promoting a comprehensive approach to language teaching and learning; Open education and innovative practices in a digital era; Supporting individuals in acquiring and developing basic skills and key competences): 1) CLIL and Young European Citizens. How to use Content and Language Integrated Learning to develop European Citizenship, Environmental awareness, and Basic Financial Education in Primary Schoolchildren – A Report on the State of the Art; 2) Census of OERs to be used for CLIL in Primary Schools for Cross-Curricular Activities on the Topics of European Citizenship, Environment preservation, and Basic Financial Education; 3) Development of a CLIL OER Repository with Sharing & Rating Functions; 4)A Guide Addressed to Teachers on how to Use CLIL in Primary Schools for Innovative Activities on Cross-Curricular Topics: European, Intercultural and Global Citizenship, Environment preservation, Basic Financial Education; 5) A Guide Addressed to Teachers on How to Involve Pupils’ Families in CLIL Activities for European Citizenship, Environmental awareness, and Basic Financial Education; 6) e-Course(s) Addressed to Teachers and Families on How to Use CLIL to develop European Citizenship, Environmental awareness, and Basic Financial Education in Primary Schoolchildren; 7) CLIL Materials for Teaching on Cross-Curricular Topics: 18 lesson plans on European, Intercultural and Global Citizenship, Environment, Basic Financial Education.The project’s target groups are: Primary School's Teachers; Primary Schools; Primary School's Pupils; Parents & Families of Primary School's Pupils; Trainers of Primary School's Teachers; Universities, Language Schools and other organization that specialize in training Primary School's Teachers.The project has been defined by the already established partnership between Applicant Organisation, 7 organisations that participated to the previous Erasmus+ Project ""CLIL for European Children"" (2015-2018), 2 new partners from Spain, a country where CLIL has been used since a long time. The partners are representative of both primary and tertiary education in four countries (IT, PT, RO, ES)."